Brian,
Thank you for sharing these observations. Good points.
Dr. S. David Vaillancourt
This is true, James. I've found that the more I check in with students and post "Reminders" and announcements on the main message board, this helps students know that I'm connected and supportive. This is what makes me comfortable when I've taken online courses. I want to know that my instructor is HERE/THERE/EVERYWHERE. So yes, frequent communication is a must.
That being said, I have to make sure that I don't do an info overload. I know too that students have their plates full. Many of them have full-time jobs, a family, and many other responsibilites. I provide enough info to let them know I'm there but I don't want to overwhelm them either.
I took an online course and the instructor was nearly overbearing! The numerous announcements, emails and discussion board comments each week was exasperating. I felt overwhelmed and couldn't keep up.
Finding the balance of being present, caring, respectful, motivating, inspiring and responsive and not overwhelming, overbearing and dominant is important.
Laurie. I manage to head off the "texting" style of emails in the first Chat and in the Course Information & Expectations. I provide the greeting that I prefer: "When emailing please address me as Professor Blair or Ms. Blair."
I need to reiiterate this a number of times because it seems that many students have not learned professionalism.
Part of my teaching responsibilities is to help them learn professionalism.
This discussion has prompted me to create another guideline: "Professional Communication" or someting of that nature to help students know what is expected in terms of their communications to me.
Great info here!
I've been teaching online for over 9 years and the biggest challenge early on was to make myself very available to students, that is, develop a strong and consistent presence to let students know that I am a real human being who is there to help them succeed!
-Providing timely feedback to emails is CRITICAL.
-Formative feedback on all assignments to let students know how their strengths and where to improve if they missed the mark. In feedback I post a list of all questions that were asked in the assignment and the number of points deducted. Adding the grading rubric in the feedback helps students understand exactly how they were graded.
-I send "Friendly Reminders" in the middle of Week 1 with the deadlines for assignments.
-I encourage students to email me if they have questions about course content and email tech support if they are experiencing technical difficulties.
-I end all communications with this statement:
Please email me if you have any questions or concerns. I'm here to help you learn and succeed.
Frequent communication is the key to transitioning to the online environment!
I have actually been an online instructor for several years -- and before that I had created and taugh online courses for my company. I think the biggest challenge in this transition is the "tone of voice" -- being authoritative without being pompous or mistaken for being rude or obnoxious. Therefore I have always tried to import a bit of humor into the classroom, along with my credentials, experience, and accomplishments. This lets students know that I am not only qualified, but human too. I also make sure students know that I am there for them -- if they don't succeed, I don't succeed.
I think one of the biggest challenges is knowing for sure when a student is really understanding what you are trying to help them learn in a one-on-one situation. I've participated in chats with students through live chat (instant messaging) and forum discussion functions. There is just so much that is lost in translation when reading someone's writings or chatting online. Thank goodness for emoticons! :) Having the student in front of me and being able to see the body language and facial expressions helps a lot more to see if they are getting what we are talking about.
Dr. Vaillancourt,
Thank you for sharing this. I appreciate the insights.
Stephanie
I think the transition from "sage on the stage' to the "guide on the side" is something that is difficult for many online instructors who have lots of experience teaching in the classroom. I think in many ways, you get a "rush" or an elevated sense of importance when you are in front of a class ~ a strong authority figure. When you transition to online teaching ~ you don't have that dominant feeling because students can't see you ~ even though you are in the same position as the "sage on stage." I have prior online experience, so I have had to transition to the "guide on the side" several years ago. Although you may no longer get that "rush" being in front of a group, you do experience another rush that is just as important. You realize that what you do online is just important as being in front of a group. In many ways, it is more satisfying because you are able to communicate with every student separately without taking up the time of another student. Once I came to understand this "rush" ~ the need to be the sage on stage subsided.
Dr. Kimberly,
Yes, the lack of non-verbal communication does have a significant impact bon many. Sometimes those real-time audiovisual sessions can help with this. Even phone calls can help by "hearing it in their voice."
Dr. S. David Vaillancourt
Nothing. Whether it is a traditional classroom setting or an online setting we are here for the students. So being on "the stage" doesn't mean our jobs ends there. We still interact during office hours, emails, telephone calls, before and after lectures, and even tweating! The benefit of the online environment for the students is that we even have more of an opportunity to interact!
Thank you!
Brian
Shawna,
Good point. This is why I like the audiovisual meeting that are becoming more common in the online classrooms.
Dr. S. David Vaillancourt
Michele,
I am still amazed at the number of phone conversations where the student says. Well I didn't read those instructions" or "...that attachment" etc. Then I indicate he/she needs to read it carefully call me back with any questions in the next 30 minutes. Most do not call back. ;-]
Dr. S. David Vaillancourt
Earl,
Leading the horse to the creek is often the easy part. There are so many books on motivational theory and possible resolutions. Choose your favorite and proceed with gusto!
Dr. S. David Vaillancourt
Dr. James ,
Yes, the written word lingers for re-reading mutiple times. Great reminder.
Dr. S. David Vaillancourt
Hi Jane,
I absolutely agree with you.
Emails are horrible and so unprofessional. I struggle with the grammar and spelling (even though many programs have a spell check option!).
I am amazed at the amount of plagiarism that is occurring. Some of it is blatant - some of it is a lack of knowledge.
The for-profit analysis is so true. Professors are rated for retention and less than quantity work is accepted in order to retain the student.
One of my biggest challenges is being able to understand when a student is struggling with a particular concept.
When I teach face-to-face, I can see the puzzle look on their face and know that I have to go back and try again.
Online means that I have to work harder to ensure that no one is getting left behind.
It is difficult to be the guide on the side. The biggest challenge lies in the online environment. You can't read body language, facial cues, or see when someone is struggling or having a bad day. In a classroom you would know these things.
Bob, in your reply to Jane, you raised, as did she, several points that I agree with.
The lack of professionalism in emails is problematic though I do not think it is really exclusive to online classes. Rather, it is a general problem that I see in ground courses as well.
Part of the issue is as you argue the "consumer" mentality. As long as that idea remains prevalent, we will continue to see the types of emails and other issues you both raise.
I suppose the larger question then is how do we address these issues ? as you argue, the students who are interested in learning suffer. I am honestly not sure there is at present any sufficient solution.
The biggest challenge I find as an instructor is that students do not read information that is either emailed or posted for them that is important for their success. In a traditional classroom you can state reminders and by interaction you can identify if student's heard the information. In the online class you have no control over what they choose to see or read.
My greatest challenge is motivating my students. My school heavily emphasizes self-guided learning and, thus, a didactic approach largely fails just because the class is structured around the students' independence. For me, the problem is engendering a desire to learn within my students. Most do just the bear minimum (if that!) necessary for a C. In sum, my largest challenge is/has been/ will be figuring out how to guide those who do not want to walk.
